Title
Self-questioning strategy training: Insights from implementation

Keywords: self-questioning strategy, EFL reading, Indonesia

Authors
Dyah Sunggingwati, PhD
School of Education,
Mulawarman University, Indonesia

Hoa Thi Mai Nguyen, PhD
Faculty of Education and Social Work,
The University of Sydney, Australia

Bio Data
Dyah Sunggingwati (PhD, the University of Queensland, Australia) is a lecturer at Mulawarman University, Indonesia. Her research interests are reading and EFL teacher education.

Hoa Thi Mai Nguyen (PhD, the University of Queensland, and Australia) is a research fellow at the Faculty of Education and Social Work at the University of Sydney. In 2010, she was awarded a Research Higher Degree Excellence 2010 for her PhD outstanding thesis at the University of Queensland. Her research publications are mainly in the areas of TESOL, mentoring and teacher education.

Abstract
Questioning strategy training is an increasing area of research interest in EFL education as it has been proved to be important in supporting students’ reading comprehension and critical thinking. Especially in the context like Indonesia where the teaching of reading is limited to a traditional approach, strictly following the textbook. The need for training in self-questioning strategies is critical. This paper reports the finding of a case study exploring the process of training in self-questioning strategies for 11th grade students in Indonesia. Data was collected from observations, researcher’s field notes, and interviews. The study indicates feasibility of the implementation, describes the practice of the implementation, and identifies critical factors contributing to the effectiveness of the implementation. It suggests a number of issues in enhancing the self-questioning implementation, which is practically helpful not only in the researched context but also in other contexts.

Title
The effect of collaborative versus individual strategic reading on college EFL learners’ reading comprehension and self-efficacy

Keywords: collaborative strategic reading (CSR), individual strategic reading (ISR), reading
comprehension, reading development, reading self-efficacy

Authors
Hassan Mohammed Kassem
Tanta University, Egypt
Shaqra University, Saudi Arabia

Bio Data
Hassan Kassem earned his Ph.D. in TEFL from Tanta College of Education, Egypt. He is currently teaching at Shaqra University, Saudi Arabia. His research interests include language learning strategies, and the teaching/learning of reading and language elements, especially vocabulary and grammar.

Abstract
The current study investigated the relative effect of Collaborative Strategic Reading (CSR) and Individual Strategic Reading (ISR) on the reading comprehension and reading selfefficacy of EFL learners. It explored whether the cooperative element in CSR results in better EFL reading performance than ISR lacking this element. A convenience sample of 105 EFL sophomores at an Egyptian College of Education participated in the study. They were assigned to three groups, each consisting of 35 students. A reading comprehension test and a reading self-efficacy scale were developed by the researcher and used to measure participants’ reading comprehension and self-efficacy before and after the experiment. The three groups were homogeneous in reading comprehension and reading self-efficacy before the experiment. A one-semester intervention was then carried out where one group was taught reading strategies according to the CSR sequence. Another group was taught the same reading strategies according to the direct teaching method (which the researcher refers to as Individual Strategic Reading (ISR) since students apply strategies individually in a phase that is correspondent to the cooperative phase in CSR). A control group was also used as a comparison group. One way ANOVA revealed that the CSR and ISR groups achieved significantly higher gains in reading comprehension and self-efficacy than the control group. No significant differences were found between the CSR and the ISR groups in reading comprehension and self-efficacy. That is, the two approaches proved to be equally effective. Pedagogical implications and suggestions for further research are reported.

Title
Triadic Interaction in Young Learner EFL Classrooms: Virtual Windows of Opportunity

Keywords: computer-based, young EFL learners, triadic interaction

Author
Timothy Brockley
Master of Arts in TESOL at Anaheim University
December 22, 2012




A thesis submitted in partial fulfillment of the requirements for
the Degree of Master of Science in TESOL at Anaheim University

Abstract
There are scores of young EFL learners who struggle with English all across the globe. One approach to resolving this problem is to engage these learners in triadic interaction. As defined in this thesis, triadic interaction is the interaction between teacher, learners and audio-visual, computer-based activities presented on a screen. An attempt is made to document, analyze and interpret this form of interaction in a Korean young learner EFL context using a competitive game lesson format. Further, the learners themselves were consulted, employing a questionnaire, in order to elicit their opinions regarding triadic interaction and competitive games. While the results are mixed regarding actual observed triadic interaction, the learners in this study expressed positive views in terms of engaging in computer screen competitive game lessons. Further research models are suggested and concluding remarks on the complexity of the research model are offered.

Title
Teachers’ views on the appropriateness and feasibility of CLT in Pakistan

Keywords: Communicative language teaching, CLT, context appropriate CLT

Authors
Aziz Khan and Rosemary Wette
Department of Applied Language Studies and Linguistics
University of Auckland

Bio Data
Aziz Khan is a Ph.D. candidate in the Department of Applied Language Studies and Linguistics at the University of Auckland. His research interests include language-ineducation planning and policy, language teaching and identity, and social contexts of language learning and teaching.

Rosemary Wette is a Senior Lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She teaches courses in second language teacher education. Her areas of research are the L2 curriculum and methodology, and ways of developing the academic literacy skills of L2 writers.

Abstract
In recent years, a number of scholars have claimed that communicative language teaching (CLT) approaches are unsuitable when used prescriptively, or in non-western contexts. To discover whether this statement is accurate with regard to Pakistan, the study reported in this paper explored the views of a number of experienced teachers of English in tertiary colleges about the feasibility and appropriateness of using communicative approaches in their classrooms. Questionnaires and interviews were used to gather information from teachers and although resistance to CLT was expected, study data revealed considered and generally optimistic statements about what teachers believed was possible within the constraints of the local context. Benefits of CLT that were identified included using communicative tasks to complement accuracy- and receptive skill-oriented activities, to provide practice in synthesising elements of the language system, to foster more democratic teacher-student relationships, and to promote active involvement and independent learning by students. Mindful of the challenges of attempting to deliver quality education in the Pakistani context, teachers called for improvements in the standard and availability of in-service courses in which appropriate innovations could be explored and supported.

Title
Increasing and maintaining student engagement during TBL

Keywords: Communicative language teaching, CLT, context appropriate CLT

Authors
Robert Stroud
Kwansei Gakuin University, Japan

Bio Data
Robert Stroud holds an M.A. in applied linguistics and English language teaching from the University of Nottingham and is an experienced high school teacher within Japan. His research work focuses heavily on communicative teaching methodologies, student motivation and willingness to communicate within the classroom learning environment.

Abstract
At present, task-based learning (TBL) faces several issues in the context of high school classes in Japan, such as a lack of motivation or student engagement during tasks. Stroud (2013) recently found significant correlation between Keller’s (1987) ARCS model of motivational design and Japanese high school students’ motivation for tasks. In addition to this research, a hybrid version of Keller’s model (the CARCS model) was created in order to further strengthen motivational aspects of tasks and attempt to maintain student engagement better across time periods. An observation scheme and post-task interviews were used to reveal more in-depth data about the model’s ability to maintain student engagement in tasks across time and about students’ opinions of the tasks undertaken. Results concluded that the implementation of the CARCS model can not only greatly increase the overall observable engagement of students, but can indeed protect and maintain such engagement across a period of time. More specifically, changes made to tasks by the model which grabbed students’ attention, related to their interests and created a feeling of satisfaction or reward for task completion were found to be most significant for engagement to occur according to students themselves.

Title
The Role of Source Text Translation in a Simulated Summary Writing Test: What Do Test Takers Say?

Keywords: Summary writing, source text translation, test-taker perception

Authors
Weiqing Wang
Department of English, Xiangtan University, Hunan, China

Bio Data
Weiqing Wang received her Ph.D. degree from Michigan State University in 2009 and is currently teaching at the Department of English, Xiangtan University, Hunan, China. Her major research interest is form-focused L2 instruction.

Abstract
This paper reports on a small-scale study which examined test takers’ perceptions of the role of source text translation in a simulated summary writing test. Three Chinese learners of English who were living in the United States took a test which required them to summarize a Chinese text, their first language, into English, their second language. A telephone interview was then conducted with each participant. Analysis of the interview comments revealed that while two of the participants tried to avoid directly translating the original text in the writing process, one participant used source text translation as the major strategy. Accordingly, the test assessed either more of their writing skill or more of their translation skill. This result suggests that summary writing based on an article in a test takers’ first language may not always fully assess test takers’ writing ability.

Title
Choice and Its Influence on Intrinsic Motivation and Output In Task-Based Language Teaching

Keywords: Affect, choice, task-based language teaching, accuracy, complexity, fluency

Authors
John Thurman
Otaru University of Commerce, Hokkaido, Japan

Bio Data
John Thurman has been working in Japan for 25 years. He is very interested in the confluence of motivation and task-based language teaching. He has presented on these topics in the USA, China, Europe, and New Zealand. He is currently working at Otaru University of Commerce, located in Hokkaido, Japan.

Abstract
The first aim of this study is to examine whether the existence of choice of a task topic, compared to when there is no choice of topic, has a positive effect on participants’ interest (Task Interest) and self-efficacy (Task Self-efficacy) while conducting a descriptive type of task. The second aim of this paper is to examine whether the oral output of the participants (Time on Task, Accuracy, Complexity, and Fluency) while they conducted the task increased due to the implementation of choice. Data from two sessions was collected; one without and one with the choice implemented pre-task. Survey (N = 143) data elicited after the task was collected, in addition to production data collected while a smaller sample conducted the same task. Results of each collection of data were analyzed utilizing t-tests for between-subjects data. Results of the survey data indicated that Task Interest was greater for the limited choice of topic treatment than the no choice of topic treatment, but not statistically significant. Results of the production data indicated that Time on Task was significantly greater for the choice of topic treatment than for the no choice of topic treatment, possibly indicating greater intrinsic motivation when choice is available. Lastly, Complexity was significantly greater for the choice of topic treatment than for the no choice of topic treatment, possibly indicating greater complexity in the oral output of the participants when choice is available. Implications for these results are indicated for task design, task implementation, and cross-cultural psychological research.

Title
Computer Assisted Language Learning (CALL): Asian Learners and Users going Beyond Traditional Frameworks

Keywords: Computer assisted language learning, mobile assisted language use, Asian learners, tutorial CALL, connectivism

Authors
Huw Jarvis
University of Salford, Salford, United Kingdom

Bio Data
Huw Jarvis is a senior lecturer in Teaching English to Speakers of Other Languages (TESOL). He has published widely in technology in language education and is the editor of www.TESOLacademic.org which disseminates TESOL-based research via free video webcasts.

Abstract
Traditional frameworks for understanding Computer Assisted Language Learning (CALL), whilst still useful, are today nevertheless somewhat limited for a variety of reasons, and in many respects, it is the practices of Asian learners and users that are driving forward the need for new thinking in this area. This discussion paper provides an articulation of where such frameworks are located, what they have offered and why we now need to go beyond them. It provides an historical critique of the theory and practice of CALL and then goes on to draw on some of the author’s most recent studies, which examine the practices of non-native speaker students of English (NNSSoE) working in independent study contexts. The narrative leads to a proposal that Mobile Assisted Language Use (MALU), together with an educational theory of connectivism, may now provide a better framework for examining technology in self-access centres and elsewhere. This argument, as will become apparent, is being driven in significant measure by the practices of learners and other users from Asia.

Title
Analysis of the Contributions of In-school Language Clubs in Taiwan

Keywords: communication skills development, students’ leadership skills development, co-curricular activities, cooperative learning, student involvement, language proficiency

Authors
Tsu-Chia Hsu
Lunghwa University of Science and Technology, Taiwan

Bio Data
Tsu-Chia Hsu (Ed.D.) is an assistant professor in the Department of Applied Foreign Languages at Lunghwa University of Science and Technology, Taiwan. She was awarded the First IASCE Elizabeth G. Cohen Award for an outstanding dissertation in cooperative learning in Italy. Her research interest includes cooperative learning, task-based learning, speech anxiety, and intercultural competencies.

Abstract
Scholars mentioned that in order for students’ growth to take place, students need to actively engage in their environment. In countries like Taiwan, the trend of using English as a medium of instruction has become an increasingly important element in higher education. Therefore, great importance is placed on finding effective ways in teaching English to EFL students. On the other hand, it is also observed that there is an increasing number of in-school Toastmasters club in Taiwan. Their goal is to help their student members gain personal growth through the training of communication and leadership skills in a positive and cooperative environment. In light of the rapid growth and perceived contributions of the campus Toastmasters club, this study shall seek to provide an empirical analysis of the various underlying factors behind the contributions and impact of the in-school language clubs in Taiwan. Results indicate that students are helped by means of bridging-the-gap between their acquired knowledge and actual application of communication skills. Lastly, the adaptation of the in-school language clubs has also brought forth new non-threatening ideas in the language teaching pedagogy.